Abstract
This chapter surveys the research across the teaching and learning of mathematics in tertiary education, drawing from an extensive range of journals, as well as considering the scope of several significant conferences in the field, where these point to emerging themes not yet widely explored in journals. Many of the studies included in this section consider the impact and responses to the COVID-19 pandemic, which provides a significant thread across the discussions. Within this overarching framework, studies of the teaching of mathematics include the delivery of courses (online, blended learning; face-to-face lectures), pedagogical issues such as assessment and the use of technology (as distinct from delivery online), and specific content (for example calculus, linear algebra). Studies with a statistics focus are singled out within a separate section, because of the extensive body of research examining innovations in this field that has led to statistics long being separated from mathematics departments in many institutions. The focus of these collective papers varies from examples of effective practice to those that propose new, or examine existing, theoretical perspectives. Other sections consider studies that explore student perspectives, including the dramatic changes that occurred for student support in response to the pandemic, the range of service courses to support students in other disciplines (for example engineering and the health sciences), and the transition from school to university and from university to the workplace. The chapter compares and contrasts the studies and assesses the potential impact of the work on both theory building, student learning, and future research practice. The chapter concludes with a longitudinal perspective that examines the change in emphases of research across the studies in previous RiMEA reviews (2012 to 2015; 2016 to 2019), to identify consistent themes, and suggest future directions and areas needing greater study.